Context

Over the last years, the educational approach of Content and Language Integrated Learning (CLIL) has been gaining attention and acknowledgement significantly in Europe and beyond. The potential of CLIL with respect to the goals of plurilingual education in Europe has been, for a good reason, considered explicitly also in the recent developments of pan-European language education policies (cf. the preparation work of a "second common European framework of reference" for Language(s) of School Education (Council of Europe) and the New Framework Strategy for Multilingualism in Europe (European Commission)). At the same time, however, the common concern of European language education resulting in "English learning only", and this not least in CLIL-contexts, has been increasing rapidly. Consequently, the need for fostering the cross-linguistic dialogue in the field of CLIL and the study and development of CLIL through languages other than English (CLIL-LOTE) have been declared to key development areas of language education all across the continent.
 

The first Europe-wide study ever on CLIL in German (CLILiG-project, 2005-2007) indicates a vast interest in improving German medium CLIL throughout Europe. What is more, in some European countries individual examples of good practice do already exist across various levels of educational structures from pre-school education to university level and teacher training. At the same time, however, the conclusion was drawn that transnational cooperation in the field has been sofar practically nonexistent. Hence, it was stated that cross-boarder development measures need thourough attention and prompt action, if the potential of high quality CLIL education also through the medium of German language is to be supported in accordance with the practical deficits and development needs in the field. The CLILiG-consortium together with external field experts in Europe and beyond (e.g. Canada, Australia, Russia) recommend the initiation of transnational cooperation on CLILiG in terms of teacher education development (TED). Similar developments and experiences are also stated by experts on French medium CLIL education across Europe. In order to provide the most efficient support to the pan-European developments and efforts on up-to-date language education and plurilingualism, a constant dialogue and exchange with experts on CLIL in general, and especially with those on CLIL through languages other than English (CLIL LOTE) is desirable also for this project measure. In other words, a language specific approach in the framework of a cross-linguistic development programme of CLIL teacher training.   

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